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We know that Aristotle spent two years in Mitylene, when he was about forty years old: that is to say, some three years after the death of Plato, just after his sojourn with Hermias of Atarneus, just prior to his residence at the court of Philip, and some ten years before he returned to Athens to begin teaching in the Lyceum (Dion. Hal. Ep. I ad Ammaeum, p. 727 R). Throughout the Natural History references to places in Greece are few, while they are comparatively frequent to places in Macedonia and to places on the coast of Asia Minor, all the way from the Bosphorus to the Carian coast. I think it can be shown that Aristotle’s natural history studies were carried on, or mainly carried on, in his middle age, between his two periods of residence in Athens; that the calm, landlocked lagoon at Pyrrha was one of his favourite hunting-grounds; and that his short stay in Euboea, during the last days of his life, has left little if any impress on his zoological writings. Aeterna Press
As plant physiology increased steadily in the latter half of the 19th century, problems of absorption and transport of water and of mineral nutrients and problems of the passage of metabolites from one cell to another were investigated, especially in Germany. JUSTUS VON LIEBIG, who was born in Darmstadt in 1803, founded agricultural chemistry and developed the techniques of mineral nutrition in agricul ture during the 70 years of his life. The discovery of plasmolysis by NAGEL! (1851), the investigation of permeability problems of artificial membranes by TRAUBE (1867) and the classical work on osmosis by PFEFFER (1877) laid the foundations for our understanding of soluble substances and osmosis in cell growth and cell mechanisms. Since living membranes were responsible for controlling both water movement and the substances in solution, "permeability" became a major topic for investigation and speculation. The problems then discussed under that heading included passive permeation by diffusion, Donnan equilibrium adjustments, active transport processes and antagonism between ions. In that era, when organelle isolation by differential centrifugation was unknown and the electron microscope had not been invented, the number of cell membranes, their thickness and their composition, were matters for conjecture. The nature of cell surface membranes was deduced with remarkable accuracy from the reactions of cells to substances in solution. In 1895, OVERTON, in U. S. A. , published the hypothesis that membranes were probably lipid in nature because of the greater penetration by substances with higher fat solubility.
The compartmentation of genetic information is a fundamental feature of the eukaryotic cell. The metabolic capacity of a eukaryotic (plant) cell and the steps leading to it are overwhelmingly an endeavour of a joint genetic cooperation between nucleus/cytosol, plastids, and mitochondria. Alter ation of the genetic material in anyone of these compartments or exchange of organelles between species can seriously affect harmoniously balanced growth of an organism. Although the biological significance of this genetic design has been vividly evident since the discovery of non-Mendelian inheritance by Baur and Correns at the beginning of this century, and became indisputable in principle after Renner's work on interspecific nuclear/plastid hybrids (summarized in his classical article in 1934), studies on the genetics of organelles have long suffered from the lack of respectabil ity. Non-Mendelian inheritance was considered a research sideline~ifnot a freak~by most geneticists, which becomes evident when one consults common textbooks. For instance, these have usually impeccable accounts of photosynthetic and respiratory energy conversion in chloroplasts and mitochondria, of metabolism and global circulation of the biological key elements C, N, and S, as well as of the organization, maintenance, and function of nuclear genetic information. In contrast, the heredity and molecular biology of organelles are generally treated as an adjunct, and neither goes as far as to describe the impact of the integrated genetic system.
Biology for grades 6 to 12 is designed to aid in the review and practice of biology topics such as matter and atoms, cells, classifying animals, genetics, plant and animal structures, human body systems, and ecological relationships. The book includes realistic diagrams and engaging activities to support practice in all areas of biology. The 100+ Series science books span grades 5 to 12. The activities in each book reinforce essential science skill practice in the areas of life science, physical science, and earth science. The books include engaging, grade-appropriate activities and clear thumbnail answer keys. Each book has 128 pages and 100 pages (or more) of reproducible content to help students review and reinforce essential skills in individual science topics. The series is aligned to current science standards.